Indigenous perspectives in assessment: Applying a place-based approach

Indigenous perspectives in assessment: Applying a place-based approach

The importance of embedding Australian Indigenous perspectives in the classroom is outlined in educational policy, including the national curriculum and the Australian Professional Standards for Teachers. While many non-Indigenous teachers would like to embed Indigenous knowledges, understanding the diversity of Aboriginal and Torres Strait Islander peoples, cultures, and knowledges is critical in developing robust approaches to embedding. It is crucial to embed Indigenous perspectives using a place-based approach for foregrounding local histories and cultures in the classroom to acknowledge Indigenous and non-Indigenous contexts for teaching, learning, and assessment. This chapter aims to give educators tools for grounding curriculum on Country and developing a deeper understanding of local cultures and histories in embedding Indigenous knowledges and perspectives in curriculum and assessment.

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